S&S Consultation 305-8295 or 659-5472 Culturally Responsive Practices in Early Childhood Seena M....

S&S Consultation 305-8295 or 659-5472

Culturally Responsive Practices in Early Childhood

Seena M. Skelton, Ph.D.& Karen R. Schaeffer, Ph.D.

Consultants Supporting Communities, Schools, and Families


Agenda

A vision of high achievement for all children

The influence of culture and the impact of cultural diversity in early childhood settings

The hidden rules and cultural mismatches Promoting success for culturally and

linguistically diverse (CLD) children through culturally responsive educational settings.


Why is there a need for culturally responsive practices?

Increase of culturally diverse children and families in U.S.

Hidden rules and cultural differences Different knowledge children bring to

educational settings Educators’ uncertainty of how to best support

children and families from cultures different than their own

Language and communication differences of some families and school personnel

Achievement gap


Culturally Diverse Students are…

Less likely to have their:

• academic and social needs met

• cultural experience and background validated

• cultural qualities respected or affirmed

Unless….


We Value Diversity

“To live joyful interesting lives and to be at peace with each other, people must appreciate each others’ differences as well as their similarities. Children are learning to do this today in family day care, their own homes, and everywhere they go.”

Marilyn Lopez, University of Mass.


We know that …

“Students will succeed in schools where they feel positive about their own culture and the culture of others.”

Cummins 1986


Hidden Rules:

Unspoken cues, habits, and standards for behavior of a group.

Hidden rules exist between and among various groups including, economic classes, ethnic groups, families, communities, and organizations.


Cultural Mismatch and Hidden Rules

School CultureWhiteMiddle ClassMainstream Norms

Student’s CultureEthnicitySESFamily/Community Norms

These hidden rules affect behavioral expectations and communication styles. Sometimes there is a conflict.


Differing Funds of Knowledge

Communication

• direct vs. indirect commands

• authentic vs. inauthentic questions

• high vs. low context

• native language vs. English only

Different preparation. Not lack of preparation.

• Oral tradition vs. Written tradition

• Improvisation vs. standardization

• Multi-tasking vs. single task activity completion


Developing Cultural Competence is a Process

Awareness

KnowledgeSkill


A Process for Developing Cultural Competency

“An important aspect of [cross cultural competence] is not so much what we learn about other people, but what we learn about ourselves and our reactions to other people.”

Dr. Ray Terrell,

Miami University


The 3 Rs of Culturally Responsive Education

RespectResponsive Relevance


Awareness

Information

Access

The Keys to Supporting Culturally Diverse Families


Culturally Diverse Families …

may be unaware if the availability of early intervention programs,preschools or Head Start Services

who do not speak English fluently face restricted access to materials disseminated by child find agencies.


Agencies Can Demonstrate the 3 Rs by:

Providing public awareness of early intervention services in the native language

Involving community members in planning child find programs, in identifying, and referring families to seek services

Recruiting and preparing professionals from the diverse cultural groups


Home Care Providers can Demonstrate the 3 Rs by:

Seeing cultural differences including language differences as a resource and not a deficit.

Encouraging the development and use of the native language of young children in their homes.

Building upon children’s diverse gifts and skills and provide young children varied opportunities to exhibit these skills.



Understanding the difference between basic interpersonal communication skills and language proficiency when learning a new language.

Actively involving parents and overtly demonstrate a respect and value of the home culture.

Incorporating multicultural and non-biased instruction, materials, toys in daily activities.



Validating and affirming children’s language and cultural background:

• Provide children opportunities to hear and use their home language within the EC setting.

• Incorporate the use of children’s home language (s) throughout the learning environment.

• Use selected words and phrases of children’s home language.



Providing explicit instruction of pre-academic and behavior expectations

Addressing bias and stereotyping

Providing clear, consistent, and frequent feedback to children about expectations and performance standards



Collaborate with parents and community members to guide developmentally appropriate and culturally responsive activities.


Main Points

Envision high achievement for all children

Understand culture and the impact of cultural diversity in early childhood settings

Make hidden rules visible

Provide culturally responsive activities & environments to promote success

S&S Consultation 305-8295 or 659-5472 Culturally Responsive Practices in Early Childhood Seena M....

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